This paper investigates gender disparities in educational attainment across the Gulf Cooperation Council (GCC) countries using data from recent rounds of internationally benchmarked assessments (TIMSS and PIRLS). Contrary to global trends where boys typically outperform girls in mathematics and show parity in science, GCC countries exhibit a persistent and sizable gap favoring girls across grades and subjects, especially in science and language. The paper identifies a hump-shaped trajectory in the gap, peaking around 2015–2016 before narrowing slightly post-COVID. While Bahrain, Kuwait, Oman, and Saudi Arabia mirror the GCC average, Qatar and the UAE show smaller gaps and occasional reversals. Drawing on international literature and regional specificities, the paper explores biological, environmental, and biopsychosocial factors, as well as GCC-specific dynamics such as gender-segregated networks and women’s empowerment initiatives. The findings challenge dominant global narratives and call for targeted research and policy to address the potential long-term social and economic consequences of persistent male underachievement.
